CLASSROOMS FLIPPED

The Flipping Teachers Dr. Ann Petersen Dr. Kate Sanders

Faculty Friendship Trusted & valued each other Trusted & valued collaboration Utilized Faculty Development Opportunities Attended Student-Centered Workshops Shared educational philosophies Early Childhood High School / College Comp Faculty Friendship

How did we do it? We spent time talking to each other. We connected as ‘flip partners’. We attended each other’s classes. We involved the students. We told everyone, “We know what we’re doing!”

What We Learned Collaboration requires work---together--- in person, via email & cell phone, through ICCOC, over coffee. . . There’s more than one way to skin a cat. Neither partner is stronger than the other. Neither partner is in charge. We learned to stand naked without judgment.

Traditional Considerations Traditional Challenges Text book reading Notetaking, lecture, text review Assigned homework Textbook reading is a learned skill. A text book does not read like a novel. Notetaking & isolating key concepts are learned skills. Errors may be perpetuated with non-mastered concepts.

The theory behind the practice Find a flipped & flexible colleague with whom to work Find someone who can stand ‘naked w/o judgment’ Find someone who doesn’t have to be ‘in charge’ Find someone who likes surprises and is comfortable with situations evolving organically

TUCKMAN’S Team Development Model Forming Storming Norming Performing Transforming

FORMING Course or syllabus treasure hunt Syllabus quiz Textbook Navigation Time Management Assessments Discussion Boards

STORMING Agenda Responsibility Deadline Deadlines Deliberate Routines Multiple Expectation Perspectives Cooperative Learning Groups College Expectations Parents are Teachers, BUT . . .

‘NAKED’ NORMING Modeling Everything Building Trust & Community Creating a Risk-Taking Environment Knowing Learners, Strategies, & Competencies

The Practice Behind the Theory The challenges are: Where do I find a ‘flipping partner’? What do we do during the ‘flipping classtime’? How do we shed the ‘sage on the stage’ persona?

PERFORMING Simulations / Problem-based Instruction Pair-share / Think-Pair-Share Technology Tutoring / Virtual Field Trips Role-plays / Scenarios Brainstorming / Discussion Presentations with Audience Component Notetaking / Peer Review

Performing cont. Direct Instruction with Mini-lessons Learning Cells Modeling Sessions Peer Teaching Case Studies Web Quests & Searches Flexible and/or Fixed Group Work Writes and ‘Last Rites’

The scary behind the practice Authentic, research-based, lasting change is harder than we think Instructors often make change harder when we “go it alone” Faculty are reluctant to sacrifice our sacred beliefs and practices Collaboration requires standing naked without judgment

WARNING: Flipping may be a selfish habit! Self-responsibility Self-confidence Self-support Self-evaluation Self-satisfaction Self-reliance Self-motivation Self-pacing / challenge Self-correction Self-identification

What shall I do this year? What shall I become? What shall I learn --- truly learn --- and know that I have learned by the time I look at these pages next year?